Lawson Middle School

Sixth Grade

CORE MANUAL

Table of Contents
Section 1: Thunder & Lightning Core Information

Section 2: Social Studies 100 Terms

Section 3: Spelling & Vocabulary

Section 4: Reading & Literature Requirements

Section 5: Writing & Research Tools

Section 6: Science Information

Section 7: Math Information

Section 8: Advisory Information

This manual belongs to: ________________________________

Core Teachers: _______________________________________

We have read and reviewed the Core Manual together:

Parent/Guardian signature: ______________________________
Student signature: ____________________________________
1
 Section One:

Thunder & Lightning

Core Information

Ms. Sun & Ms. Yong

2
Core Information: Ms. Sun & Ms. Yong Rm. 11 & 12
Lawson Middle School
_________________________________________________________________

Welcome to 6th grade!

We are looking forward to working with each and every student this year. In this section We
have tried to answer frequently asked questions and include basic information on the subjects
and procedures that most kids and parents ask about. If there is something that you need that is
not covered, please feel free to contact us. We also highly recommend that you attend Back to
School Night for more detailed information.

Core Curriculum
What is CORE?
Core consists of two academic sections, each for two periods a day. One covers language,
reading, and social studies. The other class covers both math and science. The curriculum is
integrated and is aligned with and follows the California State Standards and Cupertino Union
School District standards for 6th grade. Please refer to the Highlights of the Core Curriculum on
the CUSD website for more details.

http://cupertino.ca.campusgrid.net/home

Language Arts: consists of reading, literary analysis, writing, speaking/listening, vocabulary

development, and grammar. Some topics of study include persuasive and expository writing,
theatrical reading and plays, and research reports.

Social Studies: concentrates on the study of ancient civilizations. Topics include geography,
everyday lives, conflict and war, accomplishments of people and their role in developing social,
economic, and political structures that helped spread ideas and transformed the world.

Math: focuses on the expanding concepts learned in elementary school and introduces math
concepts necessary for pre-algebra and algebra in seventh grade.

Science: concentrates on Earth science, including energy, heat transfer, biomes, natural
resources, plate tectonics, landforms, and investigation/experimentation.

Exploratory Wheel: provides an opportunity to explore a variety of possible topics, such as

public speaking, drama, visual and media arts.

Advisory: assists students to address social, emotional, academic, and service needs for
themselves, their school, and the community.

What are the California State Standards?

The state of California has set up guidelines, or standards, which outline what every child in the
state should learn at every grade level. You can find the standards at the California Department
of Education (CDE) website. This site provides standards for all grade levels, parental
information, suggested reading lists, and much more.

3
Completion of Work
Will there be Homework?
YES!!! There is a great deal to learn in 6th grade, and homework is crucial to your child’s success.
Our belief is that homework should be used to practice skills taught in the classroom. In LA/SS
Core your child will have 100 minutes of reading, writing, grammar, vocabulary, and 100 Social
Studies Terms studying most weeks. Other homework assignments might include social studies
activities.

Homework is assigned in accordance with district policy. Any work not completed in class is
also expected to be completed as homework. Each student has received a homework planner
and has been instructed in how to mark it. Parents are requested to check the planner
and discuss assignments with their student nightly. Please see the class web page to
check planner against assignments.

In general there will be a maximum of 30 minutes of homework per subject each night Monday
through Thursday, with the exception of math, which will have nightly homework, and can take
longer depending on the individual student. Some projects might require additional time over
the weekend. Homework assignments will be posted and reviewed in class. In order to help
your student with their organization and homework, we recommend that you check his/her
Lawson Planner each night and review work with him/her after it is completed.

Homework in LA/SS will be assigned as needed throughout the week. In MA/SCI Core there
will be nightly math homework and occasional science readings and activities. If a student does
not finish work in class, he or she may also need to complete it at home.

Please reference our website for assignments and due dates. Please compare your student’s
planner to the website to check for accuracy and to help students prioritize their work. In
addition, the website will contain general information, most handouts and examples of
assignments.
http://www.cupertino.k12.ca.us/LawsonTeachers/HannahS/
http://sites.google.com/site/msyongsclass

What about late work?

It is our expectation that all assignments will be completed on time. No late assignments
will be accepted for full credit. Late work may be accepted for half credit if turned in
within a week of the original due date.

What about make up work during absences?

It is the student’s responsibility to obtain and complete assignments (in-class
and homework) missed for any reason. This includes appointments, illness, and family
trips. When students are absent, they can call a classmate for assignments or check the
webpage for homework. Upon return the student may check with the teacher during break, or
before or after school to obtain the missed work. For excused absences, students will
generally have the number of days absent to complete any missed assignments. Students need
to make arrangements to complete any missed tests during study hall at a time specified by the
teacher. Work missed due to an unexcused absence is accepted for credit at the discretion of
the teacher. If the student knows in advance that s/he will not be in class on the day of test
(family trip, etc.), arrangements must be made to take any test prior to the absence.
4
When is Study Hall?
Study hall will be held once a week in a classroom designated by Ms. Sun and Ms. Yong–
Wednesdays after school from 3:00 p.m. to 3:45 p.m. This is optional for students
who would like extra help. If students would like to attend, please let your teacher know.
Students participating in after school sports will be able to request a Wednesday lunch time
study hall with their teacher.

Grading and Assessment

The standard A to F system is used for all classes at Lawson. Grades are based on homework,
tests, quizzes, projects, notebooks, effort, and participation. As well as traditional letter grades,
your student will receive a standards-based grade on how well he or she has met the state
standards. All grades are kept online, and you may access them from home or work at your
convenience. Please use the Parent Interned Viewer as a resource to help your student manage
their grades.

Although we believe that learning is the result of efforts by students, teachers and families, we
also believe that learning and managing grades is the individual responsibility of the student.
This year provides a great opportunity to help students learn how to be accountable for their
academic efforts. To reinforce this concept, students will be taught skills such as time
management, prioritizing assignments and reflecting upon their work

Students are assessed on the following factors on an on-going basis:

• quality of work based on grade level standards, balanced with the individual needs of
the student.
• timeliness
• attention, cooperation, effort, and participation in class

Parents and students may stay aware of the student’s progress by reviewing returned work and
by regularly checking the online grade book. Parent signatures may be required on work
receiving an achievement grade lower than a 70% or assessment score of “minus” (-).
Additionally, students may be instructed to redo the work.

Assignments are scored by points. Traditional achievement grades are awarded

at the end of the trimester corresponding to the following percentages:

100% - 94% A
93% – 90% A minus
89% - 87% B plus
86% - 84% B
83% - 80% B minus
79% - 77% C plus
76% - 74% C
73% - 70% C minus
69% - 67% D plus
66% - 64% D
63% - 60% D minus
< 60% F

5
In accordance with CUSD guidelines for standards-based assessment, in some cases work may
be scored as follows:

+ Exceeds standard
√ Meets standard
- Below standard

Grade Calculations:
Language Arts and Social Studies Science
Homework/Classwork/Participation 40% Notebook 30%
Tests/Quizzes/Essays/Projects/Presentations 60% Tests/Quizzes 30%
Lab Protocol/Participation 20%
Homework/Projects 20%

Math 6 Math 6/7 (Pre-Algebra)

Classwork/Projects 20% Classwork/Projects 20%
Homework/Notes 30% Homework/Notes 30%
Quizzes 25% Quizzes 25%
Tests 25% Tests 25%

We expect all students to work consistently and honestly. Cheating will result in a zero on the
assignment or assessment (test/quiz) and an automatic “U” in citizenship. Please refer to the
Lawson Planner on page 10 for the definition of cheating.

Communication
How can students reach us to get help?
At school — Students may come to see us at break or directly after school. If students need
help on an assignment at home they may contact us through e-mail.

• Ms. Hannah Sun E-mail: mysunshineteacher@yahoo.com

(this e-mail should only be used for students that need
help on assignments or have concerns about a particular
matter)
E-mail prior to 6:00 p.m. for help on assignments

• Ms. Aimee Yong E-mail: yong_aimee@cupertino.k12.ca.us

Email prior to 4:30 p.m. for help on assignments

Our webpage — For homework, class information, downloads, links to interesting sites, etc.,
check our team webpage at:

http://www.mysunyong.com

Lawson newsletter — The school newsletter, Lawson Link, is published online every month.

6
Phone calls and email for parents — Please feel free to contact us via email or voice mail.
We are generally able to respond much more quickly to emails than voice mails. If parents
have time-sensitive information, it may be best to contact the main school phone number and
speak with a secretary.

Ms. Sun Ms. Yong

voicemail: 408.255.7500 ext. 212 408.255.7500 ext. 211
email: sun_hannah@cusdk8.org yong_aimee@cusdk8.org

Individual conference—Please contact us to set up an appointment to discuss any concerns

about your student’s performance.

Protocol for students when emailing teacher

1. Remember to use proper letter format with an opening (Dear, Hi) and a closing (From,
Thank you) and include your first and last name since some email addresses do not include
your name.

2. Font should be in an easy to read (Arial, Times New Roman, Verdana), in black and
between 12-18 point size.

3. Use appropriate language and tone and remember that whatever you email to your teachers
will be kept as a record of communication that may be used in issues concerning grades,
citizenship, and communicating with your parent or guardian.

4. Remember that we are your teachers, so emails sent to a teacher should be about the
academic curriculum, grades, and citizenship. DO NOT put us on your general contacts list
since we do not want to receive unsolicited emails.

6. Do not invite your teachers to join any online social networks (i.e. Friendster, MySpace,
Facebook etc.). It is inappropriate for teachers to be in your network and it would not
follow CUSD guidelines.

7. If your teachers ask for a response from you, please reply in a timely manner and remember
to email your teachers at an appropriate time if you require a response. Emails that are sent
to teachers in the evening will most likely be read and responded to the following morning
or later.

8. DO NOT PUT SENTENCES IN ALL CAPITAL LETTERS.

9. Do not end sentences with more than one exclamation mark!!!!!!!!!!!!!! or question
mark????????????

10. Please please please please do not repeat a word more than necessary.

11. plz use correct punctuation and capitalization. no txting lingo cuz OMG we r ur teachers!
show us that u have learned how 2 spell (or at least use spell checker).

7
Discipline
Avoid The Ds” is the motto for classroom behavior expectations. Disruptive, disrespectful and
defiant behavior will result in discipline. If students are having a problem following the
guidelines and values established in class, they will receive warnings, interventions, and
discipline, which may include parent communication, student-parent conferences, and behavior
reports.

Participation
Constructive participation is encouraged and expected in all class activities because it is
essential for success in this classroom. It is not only important to be able to communicate in a
school setting, but also in social situations and your future career.

Students who understand material fully should be able to clearly express their ideas. It is
through this expression that you show teachers you have mastered material. Communication
is also a great way to help others learn and ask questions. Your thoughts or ideas may help a
student to make connections to the material or may spark other students’ thoughts and ideas
which, in turn, could help you spark more thoughts or ideas.

Participation and communication can be any of the following:

• appropriately answering a question asked by the teacher or another student in class
• asking a relevant question during a class discussion or activity
• contributing a pertinent comment, idea, opinion, or suggestion
• volunteering information discovered during group time or lab work
• sharing information with the class about other related activities

As teachers we are not always expecting your answers to be correct. We are not always
expecting that you will have the answers to the questions that are being asked. However, even
in trying to answer the question you will learn. If your answer/idea/suggestion is appropriate,
relevant, and shows effort, we consider that an attempt at communicating in our classroom.
Participation in class contributes to your work ethic and will affect your final grade.

Food & Drinks

Other than bottled water, open food and drink is not allowed in the classroom except on pre-
arranged, special occasions (e.g., class feast or party).

Movies
Occasionally, movies may be shown during the school day. These movies are rated G unless
parental permission is given for PG.

We look forward to meeting and working with all of you. We are confident that our
combined efforts will ensure a successful learning experience for each student!

Sincerely,
Ms. Sun & Ms. Yong

8
 The Essential Six For Sixth Grade Success
1. Show Respect
Respect every students’ right to learn and the teacher’s right to teach.
Only one person should be talking at a time during lectures and discussion. No side conversations.
During discussions, show you are listening to other students’ comments, opinions & ideas by looking at the
speaker and giving appropriate verbal and non-verbal responses.
Use language like, “I agree with John, and “I also feel that …” or “I disagree…because.” “She made a good
point, but I feel that …” or “I think Victor made an excellent observation, and it made me realize …”
Show respect to your classroom by cleaning up after yourself, returning supplies to their original location, and
handling textbooks, supplies, and furniture with care.

2. Use Manners
Cover your mouth when you sneeze or cough and say excuse me.
Always say thank you when you receive something.
Know other teachers’ and students’ names and greet them by name when you see them.
Greet visitors and help them feel welcome.
Substitutes will always receive at least the same respect as teachers.
Do not interrupt speakers. Wait to raise your hand until they have finished speaking.
Even if you dislike a person, still him/her with respect.

3. Be Prepared
We will be swift, quiet, and orderly when transitioning from one subject to the other. Time spent during a
transition will be less than 10 seconds.
Write all assignments in your planner neatly and use it daily!
Always have your required supplies and replenish them as needed.
Be in your seat and ready to learn when the bell rings.
Review the agenda and be ready for the first or next activity.

4. Stay Safe
Use common sense.
Think before you act or speak.
Tell an adult if you see or hear something that is illegal or makes you uncomfortable.
Only enter a classroom when a teacher is present or with permission.
When walking in line, keep your arms at your side, move quietly and do not speak.
Remain silent and quickly follow directions during all emergencies/drills.

5. Be Productive
All responses should be in complete sentences unless otherwise stated.
Accomplish more by avoiding distractions.
Be a responsible partner or group member.
Give positive and constructive feedback to your classmates.
Do all of your assigned work. Study for tests.
Utilize all of your class time even if you finished your required work.
Be an active learner. Participate in discussions. Ask questions.

6. Have Pride
Take the opportunities provided to you so you have no regrets.
Work and live to your full potential.
Accept responsibility for your actions, learn from your mistakes, and move on.
Stand up for what you believe in.
Be positive and enjoy life.
No matter the situation, always be honest.
Be the kind of friend that you want to have.
Do not expect or ask for rewards or recognition from others. The best incentive should come from
satisfaction within you.

9
 Section Two:

Social Studies
100 Terms & Unit Work
One hundred Social Studies terms have been selected for students to know. These
terms will be covered in class throughout the year, but students should begin learning
these terms immediately. Students are expected to study their terms at home since
there will be no time given in class to study and review the terms.

There will be quizzes often on the 100 terms so students should be prepared. These
quizzes are graded by the teacher and will be utilized by students to assess and track
their progress.

At the end of each trimester, students will be tested on all terms from the units
covered in class so far. In June, there will be a final exam of all 100 terms, which is
graded.

Student signature: _____________________________________

Parent/Guardian signature ______________________________

10
 100 Social Studies Terms

General Terminology
1. The behaviors, beliefs, customs, and attitudes of a group of people are called culture.

2. A complex society with a stable food supply, specialization of labor, a government, social levels,
and a highly developed culture that includes art, architecture, religion, music, and laws is called a
civilization.

3. B.C.E. stands for Before Common Era and represents the time Before Christ (B.C.). C.E.
stands for Common Era and represents Anno Domini (A.D. or the Year of our Lord) the
time after the birth of Christ. Our calendar was changed in 500 A.D. to reflect the birth of Jesus
Christ.

Geography

4. Early civilizations developed near river systems which provided food, water, transportation,
trade, and irrigation.

5. The world is divided into northern, southern, eastern, and western hemispheres.

Early Humans

6. Artifacts are human-made objects (tools, jewelry, toys, coins) that teach about the customs and
beliefs of people of the past.

7. Prehistory is history that took place before the development of writing.

8. O ral tradition is stories, myths, and legends that are passed on by word of mouth from
generation to generation.

9. Archaeology is the recovery and study of artifacts, ruins, bones, and fossils remaining from the
past.

10. The process of digging up remains of the past is called excavation.

11. Groups of early humans were called hunter-gatherers because they hunted for wild animals and
gathered wild plants for food.

12. The development of tools and use of fire were key factors in the survival of early humans.

13. As early humans settled, they began to control both the growth and behavior of plants and animals;
this process is called domestication.

Mesopotamia (5300 B.C. - 539 B.C.)

14. A city-state is an independent, self-governing unit made up of a city and its surrounding villages
and farmlands.

11
15. Barter is a system of trade in which people exchange goods/services but do not exchange money.

16. A person skilled at making a particular product by hand (pottery, jewelry, tools) is called an artisan.

17. Mesopotamia means the land between the rivers and is located in the fertile valley between
the Tigris and Euphrates Rivers.

18. The Sumerians were the first to create an irrigation system with dams, gates, and canals.

19. Polytheism is the belief in many gods.

20. In Mesopotamia, religion and government were combined and controlled by the priest class.

21. Pictograph is picture writing where a picture stands for a word or idea.

22. Cuneiform is a wedge-shaped, Mesopotamian writing made with a reed stylus.

23. A scribe is a professional writer or record keeper.

24. An empire is the city-states and nations it has conquered under one ruler.

25. Sargon of Akkad changed Mesopotamia's government of separate rulers for each city-state by
creating the world's first empire.

26. Hammurabi's Code was an organized set of laws that established a way of life with law and
order (rules and punishments) for the ancient Mesopotamians.

27. The Sumerians invented the wheel and sailboat to move trade items to and from Sumer.

Egypt (4000 B.C. - A.D. 350)

28. Egypt is located in northeastern Africa along the Nile River, the 'lifeblood' of Egypt because of
food and trade.

29. Papyrus is a long, thin reed growing along the banks of the Nile, used by the Egyptians to make
writing material.

30. Hieroglyphics are symbols used to stand for words or sounds in Egypt.

31. Egyptians believed their kings were both humans and gods.

32. Sumerians, Egyptians, Hindus, Greeks, and Romans all followed polytheistic religions.

33. Homes and buildings in Egypt were made of mud brick; more important buildings (pyramids,
temples, tombs) were made of stone (limestone, granite) using simple tools and no wheels.

34. Egyptians spent much of their lives planning to live for eternity because they believed in an
afterlife.

35. Hatshepsut was the first recorded woman ruler of a nation; she reigned in a time of peace and
wealth.

12
36. The three seasons (flooding, planting, and harvesting) in Egypt were based on inundation, or the
annual flooding of the Nile River.

37. Natural borders of seas, desert, and mountains isolated and protected Egypt from invaders.

38. Ramses II ruled Egypt more than 80 years leaving monuments, statues, and memorials in his own
honor.

Kush (2000 B.C. - A.D. 350)

39. Kush, located south of Egypt, was a source of great riches for the Egyptian empire.

Ancient Hebrews (1900 B.C. - A.D. 135)

40. Judaism was one of the first religions based on monotheism, the belief in one god.

41. The laws of the ancient Hebrews were called the Ten Commandments.

42. The "law giver" of the ancient Hebrews was Moses.

43. Abraham was considered the first person to worship the god of the Hebrews.

44. The Torah, made up of the first five books of the Bible, contains the basic laws of Judaism and
traces the history of the Israelites through 1200s B. C.

45. King David was believed to have written the Psalms.

46. The Exodus, led by Moses, was when the Hebrews left slavery in Egypt for the promised land of
Canaan.

47. The Temple was the most important building in Jerusalem.

48. The Hebrews were exiled to Babylon when their country was conquered by the Babylonian
Empire.

49. The capital of the Hebrew lands was Jerusalem.

50. The two kingdoms of the Ancient Hebrews were Israel and Judah.

51. The Roman Empire conquered all the lands in Asia Minor and ended up ruling over the Hebrews.

52. A gentile is a person who does not follow the Jewish belief system.

Ancient India (2500 B.C. - A.D. 467)

53. The Aryans, semi-nomadic invaders from Europe, conquered the native people of India pushing
them south.

54. The Aryans’ belief in daily lives are described in the Vedas, collections of sacred hymns, poems, and
prayers.

13
55. The Indian culture was divided into four social classes: priests, rajas and warriors, merchants and
peasants, and servants.

56. As Indian people learned new skills, they developed subgroups called castes into which people
were born, and worked their entire lives.

57. Buddha, or "The Enlightened One," was a Hindu prince named Siddhartha Gautama.

58. Buddhism is a religion in which people follow The Four Noble Truths, and the Eightfold Path to
reach enlightenment.

59. Buddhists believe in moderation, not too much or not too little of anything. This in-between path is
called the Middle W ay.

60. King Asoka (Ashoka) was the Mauryan king who unified India, renounced violence, and
established Buddhism as the official religion.

61. A major religion of India, Hinduism, includes the concepts of reincarnation, many gods, a caste
system, and the four stages in life.

Ancient China (2200 B.C. - A.D. 220)

62. China’s natural borders, the Gobi Desert and mountains, made governance and movement
difficult, and isolated China from the rest of the world.

63. Confucius, a Chinese philosopher of the Zhou Dynasty, developed a code of behavior based on
personal and governmental morality, correctness of social relationships, justice and sincerity.

64. To justify their conquest over the Shang, the Zhou's claimed to have been given the Mandate of
Heaven.

65. Taoism (Daoism), is a Chinese philosophy in which people live a simple life in harmony with
nature.

66. Q in Shi Huangdi, emperor of the Qin Dynasty unified all of China under one ruler, and created
the Great Wall to protect it.

67. The Q in Dynasty set one standard for language, money, and measurement throughout China.

68. The emperors of the Han Dynasty ruled during a time of peace, prosperity, expansion, and great
achievements.

69. Trade and cultural interchange grew between India, Rome, and China with the use of the Silk
Road trade route.

Ancient Greece (2500 B.C. - 323 B.C.)

70. Aristocracy is a hereditary form of government, where rule is by those who have the most
status, money or influence.

71. A monarchy is rule by a king.

14
72. A system of government in which a few people rule over a larger group is called oligarchy.

73. A tyrant is a ruler who seizes power by force and shares it with no one.

74. A democracy is government by the people.

75. Only males over the age of 18 were considered citizens in Athens having reached the Age of
Majority.

76. Athenians emphasized education and culture; Spartans emphasized military and discipline.

77. The O lympics began in Greece in 776 B.C., and were originally held to honor the father of the
Greek gods, Zeus.

78. Sparta and Athens joined together to defeat the Persians in the Persian W ars.

79. Athenian democracy was a direct democracy in which each citizen participated in government.

80. The agora was an open-air marketplace in the center of Athens where the public could buy and
sell goods.

81. During the Golden Age, three goals of Pericles were strengthening democracy in, protection of,
and beautification of the city-state of Athens.

82. The Peloponnesian W ar was fought between Sparta and Athens because Athens would not
give up some of the control gained after the Persian Wars.

83. Socrates, a Greek philosopher and well-known teacher, used a questioning technique to search for
the truth and the meaning of life.

84. Plato, Socrates' student, was a writer and philosopher.

85. Alexander the Great, king at age 20, spread Greek culture and beliefs throughout Persia, India, and
Egypt; this time is known as the Hellenistic period.

86. W estern culture is influenced by Greek forms of literature, the arts, architecture, mathematical
discoveries, science, and democracy.

87. Homer wrote the Odyssey and the Iliad, two epic poems about the adventures of Odysseus.

88. Aristotle taught Alexander the Great and was the father of the scientific method.

89. Aesop was a Greek slave who taught moral lessons in the form of fables.

Rome (753 B.C. - A.D. 476)

90. Julius Caesar was a dictator in Rome, a general, and an author.

91. Patricians were the small class of wealthy families in Rome, and plebeians were members of a
large class of ordinary citizens.

15
92. A republic is a representative democracy in which political power lies with the citizens, who elect
leaders and representatives to run their government.

93. The three wars between Carthage and Rome are called the Punic W ars.

94. An aqueduct is a bridge-like structure built to carry water from a distant source.

95. The Roman senate is made up of citizens elected by popular vote.

96. A dictator, in Rome, was an appointed ruler who took absolute power for a period of six months.

97. The Roman Empire stretched from modern day Britain to modern day Iran.

98. Caesar Augustus, the first emperor of Rome, developed an empire to control the areas
conquered by Roman armies.

99. St. Paul preached that Jews not only had to obey God’s laws, but they also needed to accept that
Jesus was the messiah.

100. After years of persecution, Christians spread their beliefs throughout the Roman Empire when
Emperor Constantine (312 –337 A.D.) promoted Christianity, allowed Romans the freedom
to follow any religion, and strengthened the power of the church within the state.

100 Terms – One hundred Social Studies terms have been selected for students to
know. These terms will be covered in class throughout the year, but students should
begin learning these terms immediately. There will be quizzes often and terms may be
chosen at random. These tests are graded. At the end of each trimester, a test will be
given covering the terms from the units we have covered in class thus far. At the end of
the year, there will be a final exam of all 100 terms, which IS graded. This final is a large
portion of the Social Studies grade for 3rd trimester. The more effort students put into
learning their terms, the faster they will see improvement! Students are expected to
study their terms at home.
Thank you, parents, for all your help & support!

16
Quiz Date 1 2 3 4 5 6 7 8 9 10

17
 Section Three:

Spelling & Vocabulary Words

You are expected to correctly use these spelling and vocabulary rules in
your writing and speaking. This portion of the core manual is to be used as a
guide for the students to follow while writing and studying vocabulary.

Student signature: __________________________________

Parent/Guardian signature: ____________________________

18
 6th Grade Accountability Word List
These words are expected to be used and spelled correctly every time you write them
beginning September 1st. Points may be taken off every time a words is spelled incorrectly.

1 there John is standing there, near the basketball courts. There is a big hole in
the ground where the pirates dug for buried treasure.

2 their Their backpacks are hanging on hooks in the classroom.

3 they’re = they are; They’re in room 9 and we are in room 11.

4 your Your mother will chaperone on the field trip.

5 you’re = you are; You’re talking too loud!

6 to (preposition); I am going to the store.

7 two (number); I want two scoops of ice cream.

8 too (adverb); I want two scoops of ice cream, too. I don’t want too much
chocolate syrup on my ice cream sundae.
9 than (used in comparisons); Amy is taller than Kevin.

10 then (used to show sequence); First we will eat lunch, then we will have
recess.
11 where (adverb; “question” word); W here are you going?

12 were (verb) W ere you asleep when I called?

13 should’ve = should have; I should’ve eaten the sandwich before I ate the candy
bar. Also: could’ve = could have; would’ve = would have

14 its (possessive pronoun); The bird had grown so big it couldn’t fit in its nest
anymore.

15 it’s = it is; It’s going to rain today.

16 which Which students didn’t finish their homework?

17 new had this car for two years; it isn’t new.

18 knew I knew he could make it to the top of the hill.

19 sincerely I always sign my letters “Sincerely Yours.”

20 m aybe M aybe I’ll go to the ballgame tonight and maybe I won’t.

21 a lot I like a lot of mustard on my hot dog!

19
22 Saturday I like to sleep in on Saturday and wake up early on Sunday.

23 wom en The woman didn’t want to join the other wom en in the protest against
the war.

24 effect The effects of the hurricane left the town devastated.

25 affect The hurricane affected everyone’s life.

26 California She has lived in California all her life.

27 United States He has lived in the United States since he was three.

28 Am erican I am an Am erican citizen.

29 ancient This year we are studying ancient civilizations.

30 civilization What are the characteristics of a civilization?

31 hom inid Lucy is the most famous hom inid in the archaeology world.

32 archaeology The study of archaeology allows us to examine remains of the past.

33 Egypt They pyramids of Egypt are one of the seven wonders of the ancient
world.

34 M esopotam ia Will we study M esopotam ia before we study Egypt?

35 Rom e We will finish social studies with the fall of Rom e.

36 India India is a nation and a sub-continent.

37 China The Great Wall of China is visible from outer space.

38 Sum er The people of Sum er are called Sumerians.

39 Greece The Olympics originated in ancient Greece.

40 Israel The only country with Judaism as the primary religion is Israel.

20
 Commonly Misspelled Words
a while efficient lightning raspberry
acceptable embarrass maintenance receive
accidentally equipment maneuver recommend
accommodate especially marshmallow reference
acknowledge exaggerate medieval referred
acquaintance exceed memento refrigerator
acquire exciting meringue relevant
acquit exhilarate millennium religious
amateur existence miniature repetition
apparent experience miniscule restaurant
argument Fahrenheit miscellaneous ridiculous
arrangement fiery mischievous rhyme
assessment foreign misspell rhythm
atheist forth nauseous sandal
barbecue fourth necessary schedule
beginning fulfill neighbor scissors
believe gauge noticeable sensible
broccoli generally occasion separate
caffeine grammar occur sergeant
calendar grateful occurrence sheriff
camouflage guarantee official special
cantaloupe harass outrageous success
Caribbean height parallel tariff
category hierarchy parliament temperature
cemetery humongous pastime thorough
changeable humorous perseverance threshold
chocolate ignorance personnel tomorrow
collectible immediate picnicked tongue
colonel independent pigeon twelfth
column indispensable possession tyranny
committed intelligence precede ukulele
conscience jewelry preferable vacuum
conscientious judgment principal vague
conscious kernel principle vicious
consensus knowledge privilege weather
definitely leisure pronunciation weird
disappear license publicly
discipline lieutenant questionnaire

21
 Spelling Menu
To practice your spelling, complete activities from the menu below. Label the
activities you choose. When you have finished your activities, staple them
together in this order with your pretest.

Design Sort Discover

a word search puzzle and your spelling words into all the little words within
key out of your spelling 3-4 groups based on the spelling words and list
words. spelling features them.

Create Produce
a word web for your a pyramid for each
spelling words e.g., spelling word. e.g.
YOUR t
shops shop CHOICE th
thi
shopping thin
think
shopper shopped

Divide Author Hunt

your spelling words into a short story, witty for your spelling words in
syllables; be sure to check sentences, riddles or magazines and
the syllabication rules or poem using your spelling newspapers, etc.;
the dictionary! words
(the poem doesn’t have
to rhyme).

22
 Spelling Rules
Please remember there are always exceptions to the rules and it is best to check a
dictionary if you are unsure of how to spell a word.

1. ADDING S AFTER Y
A. words ending in y after a vowel add s;
stay  stays journey  journeys

B. words ending in y after a consonant change the y to i and add es.

baby  babies cry  cries

2. ADDING S AFTER S, CH, SH, X, O R Z

A. words ending in s, ch, sh, x, or z add es
church  churches brush  brushes mix  mixes

3. ADDING S AFTER F or FE
A. words ending in f or fe, change the f or fe to v and add es
calf  calves wife  wives

B. words ending in double f, just add s

cliff  cliffs stuff  stuffs

4. POSSESSIVE NOUNS
A. Add ’s to any singular noun
boy  boy’s James  James’s

B. If a plural noun ends in s, add the ’ after the s

girls  girls’ animals  animals’ Joneses  Joneses’

C. If a plural noun does not end in s, add the ’s like a singular noun
men  men’s oxen  oxen’s

5. ENDING CONSONANTS
A. double the final consonant and add the suffix in a word that ends in one vowel and
one consonant
win  winner hop  hopping

6. SILENT E BEFORE A SUFFIX

A. drop the silent e before adding any suffix starting with a vowel
give  giving shareshared

B. keep the final e if the suffix starts with a consonant

sincere  sincerely taste  tasteless

7. IE OR EI?
A. i before e except after c or when sounding like a as in neighbor and weigh
believe receive reindeer chief

23
 Syllabication
About Syllables:
1. Every syllable has one vowel sound

2. The number of vowel sounds in a word equals the number of syllables.

take = 1 school = 1 Eng•lish = 2 Sci•ence = 2 Math•e•mat•ics = 4

How to Divide Words into Syllables:

1. A one-syllable word is never divided.

2. Divide words at the end of a line with a hyphen.

3. Place the hyphen at the end of the first line NOT the beginning of the next line.

DO THIS  …she went home not know-

ing that her parents had…

NOT …she went home not know

-ing that her parents had…

4. Divide as few words as possible.

5. Do not divide words that are already hyphenated.

Example: He was a good-looking man.
DO NOT DIVIDE good-looking because it is already hyphenated.

6. Do not place a syllable of only one letter at the end of a line and do not place a syllable
of fewer than three letters at the beginning of a line.

DON’T DO THIS  …he had tak-

en the coat…

OR … because Harry was an a-

mazing boy…

24
Where to Divide Words:
If you are uncertain as to where to divide a word, consult a dictionary! There are other rules
and exceptions, but the following are probably the most helpful rules:

Rule #1: A compound word is divided between the two words that make up the compound
word.
Example: base´ • ball

Rule #2: When a word has a double consonant, the word is divided between the two
consonants.
Example: bub´ • ble

Rule #3: When a word ends in a consonant plus le, the word is divided before
the consonant.
Example: pur´ • ple

Rule #4: Consonant blends and digraphs are never separated.

Example: nick´ • el reach´ • ing

Rule #5: When a word has a prefix or suffix, the syllable division is between the prefix or
suffix and the root word; except with –ed.

Example: un´ • known kind´ • ness fright´ • ened

EXCEPTIONS: ed does form a separate syllable when it is preceded by a d or t

Example: start´ • ed found´ • ed

Rule #6: When a vowel is sounded alone in a word, it forms its own syllable.
Example: u • nite´

Rule #7: When the first vowel in a word has the long vowel sound, the word is divided after
that vowel; or after the diphthong.
Example: ba´ • by loy´ • al

Rule #8: When the first vowel in a word has the short vowel sound, the word is divided after
the next consonant.

Example: shad´ • ow

25
 Non-Fiction Reading Words
These are some of the most frequently seen words in non-fiction writing. If you can master
these words and their forms, you will have a great head start in your reading!

achieve distinct maintain

acknowledge document major
acquire dominate margin
administrate economy maximize
affect element method
alternative environment obtain
analyze equate occur
approach establish percent
appropriate estimate period
aspect evaluate policy
assess evident potential
assist exclude principle
assume facilitate proceed
authority factor process
available finance proportion
benefit formula regulate
category function relevant
compensate generate require
component grant reside
concept impact resource
conclude imply sequence
consist income significant
constitute indicate similar
construct individual source
consume initial specific
context institute specify
contract interact strategy
contribute interpret structure
correspond invest survey
data involve technique
define issue theory
derive justify transfer
design labor valid
distribute legal vary
ensure legislative volume

26
 Foreign Words and Phrases
a la carte denim renaissance
ad nauseam entrepreneur reservoir
aficionado futon restaurant
amuck or amok honcho rodeo
angst hors d’oeuvres savvy
anorak kaput succotash
ballet kayak taboo
boondocks kindergarten terra firma
cafeteria kow-tow terra incognita
cargo luau tornado
carpe diem mano a mano tycoon
carte blanche mea culpa typhoon
chauffer memoir ukelele
chow menu vamoose
cigar/cigarette moccasin veni, vidi, vici
corduroy patio verboten
coupon plaza wampum
crayon pro bono yen

Idioms
eager beaver feeling blue elbow grease
hold your horses red tape jump the gun
fly off the handle going bananas pie-in-the-sky
at the eleventh hour butter someone up two-faced
make a mountain out of a bite off more than get one’s wires
mole hill you can chew crossed
toot your own horn sour grapes under the weather
see eye to eye to be all thumbs to be all ears
out of the frying pan and making a monkey out nose to the
into the fire of someone grindstone
cost an arm and a leg on your toes cry wolf
can’t make heads or tails of bull in a china shop live from hand to
something mouth
the bottom line face the music goose is cooked
down in the dumps to smell a rat talk turkey
play it by ear green with envy head in the sand
on pins and needles under the weather spill the beans
fish out of water stuffed to the gills shoot the breeze

27
 WOWs
abominable contagious keen scamper
abrupt deceive lapse scorch
abundant deplete lavish scour
affection devastate legible sparse
agile devour lenient stamina
akimbo digress linger susceptible
amend disposable luscious swarm
amiable dwelling meander taut
ample edible mortify tedious
animated emit nimble temptation
arduous erosion ominous tepid
arrogant etiquette pedigree terminate
audible evade perceive testify
avid exacerbate perennial tinder
babble fatal perishable tongue-tied
behemoth fisticuffs perplex topsy-turvy
bewilder foliage persevere tranquil
billow forage persistent translucent
bland fragile pliable treacherous
boisterous frivolous ponder trivial
bountiful gracious prosper uproarious
calamity grapple protrude valiant
ceaselessly gush quench wary
chaos haphazard quest wily
cherish harmonious replenish wither
commence hinder ruthless wrath
compassionate impale serene yammer
consume inconsolable silhouette yearn
contemplate jaunt sizzle zany
cordial jubilant spacious zest

Add some words of your own!

__________________________________ _____________________________

__________________________________ _____________________________

__________________________________ _____________________________

__________________________________ _____________________________

28
 Dead Words & Lively Replacements

Dead Word Lively Replacements

29
 Meaningful Sentences

1. Pointless  Doesn’t reflect understanding

A. I don’t like the word anthem.
B. I can spell the word governess.
C. Ajar is an interesting word.

2. Replace  Looks good, doesn’t prove understanding

A. On Monday, we enjoyed singing the anthem in class.
B. The governess walked into the room and asked to speak with the mistress of the house.
C. The door was left ajar.

3. Dictionary  Just rephrases the definition

A. An anthem is a sacred song.
B. A governess is a woman who works for a family by taking care of the children.
C. A window or door is ajar if it is left open just a little bit.

4. Meaningful  Full of meaning; creates a “mind movie” and paints a picture;

demonstrates understanding
A. Fans at San Francisco’s 3-Com Park erupted with cheers after Cher belted out the last lines
of our national anthem at the World Series game.

B. Walking onto the grass in our back yard, Ms. Lenotti, our governess, quickly interrupted our
soccer game and directed us to the library so we could complete our math lesson.

C. When I heard noise in the basement, I hurried down the stairs only to find the door to
Cookie’s cage ajar; my bunny was on the prowl again.

 Dictionary Plagiarism!
Dictionary example: Amy’s world travels were revealed in her eclectic taste in art. becomes Amy’s world
travels were revealed in her eclectic taste in friends.

30
 How To Write A Word Master Paragraph
Modified by Barbara Alford

1. Use the word in a sentence and underline it.

Examples: a. Kevin is industrious.
b. We went to a restaurant last night.
c. The test was a piece of cake.

2. Define the word without using it.

Examples: a. He works hard and never gives up.
b. The place served delicious food.
c. It was so easy for me.

3. Write a sentence describing an action associated with the word.

Examples: a. He plans ahead to be sure he has enough time to complete all of his assignments.
b. I ordered my food with the waiter.
c. Having studied for two nights previously, I was prepared.

4. Write another sentence describing an action associated with it.

Examples: a. Not only does he work hard at school, but he is also studying to be an Eagle Scout.
b. Unfortunately, instead of serving my dish piping hot, it arrived cold.
c. I reviewed the chapters we read in class.

5. Write a sentence explaining how people feel about or react to the word using a synonym or
antonym and underline that word.
Examples: a. People can count on Kevin to be diligent and complete a job or project.
b. Never-the-less, even if it is only a cafeteria. I am still happy to go out-to-eat instead
of having to make dinner myself.
c. I felt confident about my answers because the test was not difficult.

Example Paragraphs: Should show what the word means and how to use it.

A. industrious
Kevin is industrious. He works hard and never gives up. He plans ahead to be sure he has
enough time to complete all of his assignments. Not only does he work hard at school, but he is also
studying to be an Eagle Scout. People can count on Kevin to be diligent and complete a job or project.

B. restaurant
We went to a restaurant last night. The place served delicious food. I ordered my food with
the waiter. Unfortunately, instead of serving my dish piping hot, it arrived cold. Nevertheless, even if it is
only a cafeteria. I am still happy to go out-to-eat instead of having to make dinner myself.

C. piece of cake
The test was a piece of cake. It was so easy for me. Having studied for two nights previously, I
was prepared. I reviewed the chapters we read in class I felt confident about my answers because the
test was not difficult.

31
 Vocabulary Toolkit
Word: Pronunciation:

Primary part of speech: Picture/Graphic:

Other Forms:

Verb:_________________________

Adverb:_______________________

Noun:_________________________

Adjective:_____________________

Dictionary Meaning:

My Meaning:

Class Sentence:

Practice Sentence:

Related Words:
Synonyms Antonyms

Notes on connotation and shades of meaning:

32
 Section Four:

Reading & Literature Requirements

Students are required to spend 100 minutes a week reading quality literature.
Most of the reading will happen at home, but students are required to have a
book with them in class at all times. This section of the core manual will be used
when studying literature and reading novels.

Student signature: __________________________________

Parent/Guardian signature: ___________________________

33
 Reading Requirements
Students will keep a reading log and respond to current reading regularly in class. These
responses will be assessed and will count toward the final Language Arts grade. Read 100
minutes per week outside of regular class assignments in a variety of genres. This reading may
include:

• Fiction • Non-fiction books

o Historical Fiction o Hobbies or Informational
o Folktales o Biographies/Autobiographies
o Fantasy o History
o Science Fiction o Science
o Mystery
o Adventure
o Realistic Fiction  Magazines
o Poetry  Newspapers

Personal Reading Recommendation List

Title Author Genre 5-Star
Rating
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

34
 Reading Strategies
Great readers use these identified strategies while reading. If you practice using them until they
become second nature, your reading ability will soar.

Question:
Question what is happening while you read. Searching for reasons behind events and
characters’ feelings can help you feel more connected with what you’re reading. Make notes
about confusing words, but do not worry if you do not understand everything. As you read
further, you will probably begin to see things more clearly.

Connect:
Connect personally with what you are reading. Think of the similarities between characters and
events and what you have personally experienced, heard about, or read about.
• Text-to-Self
Find a point in the text in which you can connect the event, action, or a character to
something in your own life or the life of someone you know personally.
• Text-to-Text
Find a point in the text in which you can connect the event, action, or a character to
something in another book, a movie, or another medium.
• Text-to-World
Find a point in the text in which can connect the event, action, or a character to something
in the world-at-large.

Predict:
Try to figure out what will happen next and how the selection might end. The read on to see if
you were right!

Clarify:
Stop on occasion to review what you understand so far, and expect to have your
understanding change and develop as you read on. Pay special attention to character and plot
developments. Also, watch for answers to questions you had earlier.

Evaluate:
Form opinions about what you read, both while you are reading and after you are finished.
Make judgments about and develop your own ideas about the events in the selection and the
author’s personal perspective and message. Note passages, events and descriptions that inspire
strong emotions. Analyze the author’s writing style including the use of literary devices (i.e.
Simile, metaphor and theme)

35